In this particularly well written volume GraemeHirst presents a theoretically motivated foundation for semantic interpretation (conceptual analysis) by computer, and shows how this framework facilitates the resolution of both lexical and syntactic ambiguities.
This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching (...) to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing. (shrink)
The use of lexical concepts in Levelt et al.'s model requires further refinement with regard to syntactic factors in lexical choice, the prevention of pleonasm, and the representation of near-synonyms within and across languages.
Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.
Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...
As our chief aim is a comprehensive theory of perception which will cover all the facts, ... JR Smythies' Analysis of Perception I discuss in Ch. VI, § 6. ...
Assuming CH, Hindman [2] showed that the existence of certain ultrafilters on the power set of the natural numbers is equivalent to Hindman's Theorem. Adapting this work to a countable setting formalized in RCA₀, this article proves the equivalence of the existence of certain ultrafilters on countable Boolean algebras and an iterated form of Hindman's Theorem, which is closely related to Milliken's Theorem. A computable restriction of Hindman's Theorem follows as a corollary.
Empirical research has increasingly turned its attention to distributed cognition. Acts of remembering are embedded in a social, interactional context; cognitive labor is divided between a rememberer and external sources. The present article examines the benefits and costs associated with distributed, collaborative, conversational remembering. Further, we examine the consequences of joint acts of remembering on subsequent individual acts of remembering. Here, we focus on influences on memory through social contagion and socially shared retrieval-induced forgetting. Extending beyond a single social interaction, (...) we consider work that tracks the propagation of socially shared retrieval-induced forgetting throughout larger networks made up of several agents. Although much work has focused on how distributing cognition can augment memory, this is not the primary lesson we draw from the conversational remembering literature. Rather, mnemonic convergence between communicators is a boon to sociality. It allows the formation and maintenance of mnemonic communities, rather than expanding capacity or accuracy of memory per se. (shrink)
If α and β are ordinals, α ≤ β, and $\beta \nleq \alpha$ , then α + 1 ≤ β. The first result of this paper shows that the restriction of this statement to countable well orderings is provably equivalent to ACA 0 , a subsystem of second order arithmetic introduced by Friedman. The proof of the equivalence is reminiscent of Dekker's construction of a hypersimple set. An application of the theorem yields the equivalence of the set comprehension scheme ACA (...) 0 and an arithmetical transfinite induction scheme. (shrink)
We show that when certain statements are provable in subsystems of constructive analysis using intuitionistic predicate calculus, related sequential statements are provable in weak classical subsystems. In particular, if a $\Pi^1_2$ sentence of a certain form is provable using E-HA ${}^\omega$ along with the axiom of choice and an independence of premise principle, the sequential form of the statement is provable in the classical system RCA. We obtain this and similar results using applications of modified realizability and the Dialectica interpretation. (...) These results allow us to use techniques of classical reverse mathematics to demonstrate the unprovability of several mathematical principles in subsystems of constructive analysis. (shrink)
Ethics in Journalism examines journalism ethics in practice. It examines the social context of the newsroom, the economics of the news industry and cultural expectations of what constitutes news. Covering ethical issues in the multimedia journalism environment of the 21st Century, Ethics in Journalism updates theory and history through a discussion of contemporary and recent case studies that are aligned with the underlying principles of various codes of ethics and charters of editorial practice. The book provides contextualized case studies and (...) discussion questions for classroom use, covering ethical issues in a logical manner, beginning with broad principles before focusing on specific examples. (shrink)
This set presents some of the most innovative and important work in this area, including work influenced by feminist theory, Marxism, critical theory, phenomenology and other approaches that continue to shape the field.
[Graeme Forbes] In I, I summarize the semantics for the relational/notional distinction for intensional transitives developed in Forbes (2000b). In II-V I pursue issues about logical consequence which were either unsatisfactorily dealt with in that paper or, more often, not raised at all. I argue that weakening inferences, such as 'Perseus seeks a mortal gorgon, therefore Perseus seeks a gorgon', are valid, but that disjunction inferences, such as 'Perseus seeks a mortal gorgon, therefore Perseus seeks a mortal gorgon or (...) an immortal gorgon', are invalid. Since 'a gorgon' and 'a mortal gorgon or an immortal gorgon' are extensionally and intensionally the same quantifier, it is not completely trivial to arrange the semantics of intensional transitives so that this classification of the inferences is obtained. (This paper is an abridged version of Forbes (2001a); the latter will be incorporated into a forthcoming monograph, Attitude Problems.) /// [Jennifer Saul] This paper discusses the question of which verbs are intensional transitives. In particular, I ask which verbs Forbes should take to be intensional transitives. I argue that it is very difficult to arrive at a clear and plausible understanding of what an intensional transitive is-making it difficult to answer these questions. I end by briefly raising some questions about the usefulness of the category of intensional transitives. (shrink)
Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does (...) history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments. (shrink)
This article examines the benefits and burdens of the debate between Paul Hirst and Wilfred Carr over a set of issues to do with philosophy and education specifically and theory and practice more generally. Hirst and Carr, in different ways, emphasise the importance of Aristotelian practical philosophy as an antidote to the theory-oriented confined method of ‘conceptual analysis’ that has haunted the philosophy of education. Despite their proper recognition of the irreducible character of practice to theory, they fail (...) to provide a satisfying account of their interpenetrating relation. Hirst falls into error by fencing off ‘forms of theoretical knowledge’ from ‘forms of practice’; Carr's dismissive attitude to theory is saturated with internal tensions in his own discourse. This article contends that what is left unaddressed both in Hirst's and Carr's arguments is the most fundamental sense of ‘social’, which is prior to relative differences in the standards of knowledge among societies and which reminds us that theory is not a socially disembodied enterprise. A lively appreciation of this point encourages us to see the prevailing outlook towards the relation between philosophy and education quite differently. (shrink)
When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming (...) Critical (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far. (shrink)
